TEDSBOX Packaging and the benefits in the Food and Beverage Industry Essay

TEDSBOX Packaging and the benefits in the Food and Beverage Industry - Essay Example The main component of the packaging system is creating a controlled environment. Temperatures form the most significant component of CCPs. As such, with the packaging system, temperatures are controlled to ensure that the contents are transported at a favorable environment. The food and beverage industry is a beneficiary of the new system. The process of food and beverage production is a cyclical process. It commences from production to packaging, distribution, and consumption. In an instance whereby food products are transported but reach the customer while stale, the products are not fit for consumption. With the TEDSBOX, the environmental deviation systems are put on track to ensure that the cycle is efficient. If the entire food and beverage consignment reaches the consumer in the desired quality, the production process is considered as efficient; hence, maximizing sales. Tracking the environmental deviation system is a new technology that ensures that the production to consumption process is complete with minimal wastage. As such, the new packaging eliminates the chancing that distributors relied on to bridge the products from producers to consumers. Distributors can control the environment in which they transport different food and beverage products; hence, reducing the risk of contamination and obsolescence (Perishable Goods Shipping Problems). Bryan, F. (1992). Hazard analysis critical control point evaluations: A guide to identifying hazards and assessing risks associated with food preparation and storage. Geneva: World Health

Fauvism Essay Example | Topics and Well Written Essays - 250 words

Fauvism - Essay Example In Gauguin’s painting, pure and flat red was used to present the message in full intensity so as to point out the seriousness of the subject matter. Red can also be related to anger or passion (Art Factory, n.d.; Elements of Art). Famous fauvism painters include Henri Matisse, Andre Derain and Raoul Dufy. Henri Matisse (1869-1954) painted The Roofs of Collioure (1905, oil on canvas) and The Open Window, Collioure (1905 oil on canvas). Andre Derain painted the Portrait of Henri Matisse (1906 oil on canvas) and The Turning Road at LEstaque (1906 oil on canvas). On a personal notion, I agree with the view of the artists of fauvism. Colours can depict feeling. It can also affect the feeling of the beholder of the artwork. For example, in a painting about war, red and black is commonly the most prominent. The present era though also commonly practice the notion that colours can bring the emotional element of the painting, thus, depicting the effect of fauvism. It can also be considered impressionist in nature since prioritizing colour can mean that the painting does not follow the realistic colours of the subject e.g. Andre Derain’s Portrait of Henri Matisse (1905). In conclusion, fauvism has great effects in the present view of visual arts regarding colours. It also contributed to the freedom of using colours outside the confines of realism or how subjects may have appeared in

Reflection on self awareness and personal growth

Reflection on self awareness and personal growth The purpose of this essay is for the trainee Counsellor to critically reflect upon, and evaluate, a recorded counselling session which took place on Thursday 2nd April 2009. Within this essay, the trainee Counsellor will evaluate their use of advanced counselling skills and assess the value and usefulness of these skills. In particular, the trainee Counsellor will critically evaluate their own way of being by closely examining their application of the six conditions which are essential to therapeutic change and will focus on: the three attitudes or conditions that a person-centred therapist needs to provide for the client are congruence, empathy, and unconditional positive regard. These attitudes are not presented as a hierarchy. Indeed they are viewed best as a trinity inseparable, essential and mutually independent. An evaluation and reflection of the trainee Counsellors performance will be enhanced by use of the person-centred rating scales. Mearns Thorne (2007) when writing about the rating scales posit that: Discussing these ratings, and the other possible responses the trainee counsellor might have made, could help to expand the trainees repertoire of ways of communicating [her] empathy. (Mearns Thorne, 2007, p.71) Another way in which the trainee Counsellor has evaluated the way they worked in this session is by closely examining the DVD with the observer who was present during the session and who asked the trainee Counsellor pertinent questions regarding the session. This procedure is known as Interpersonal Process Recall (IPR) (Merry, 2006, p.146). Finally, the trainee Counsellor will refer to feedback notes from the observer order to critically evaluate their way of working with the client. The client in this session is a 36 year old married woman who has two children. This session is the trainee Counsellors second session with this client, although the trainee Counsellor is aware that the client has seen another therapist previously, nothing of these other sessions has been divulged by the client. In the first session prior to the client talking about her reasons for wanting to see a therapist, the trainee Counsellor and client worked collaboratively through the contract. This was done with sensitivity as the trainee Counsellor was very aware that he was the first male Counsellor seen by the client and she had already disclosed her anxiety and nervousness about this fact. During the first session, the client talked about a number of different issues, but continually returned to focus on her feelings about a man who had been harassing her both physically and sexually. The client also expressed doubts about her own lack of self-belief and her compulsive organisational an d controlling nature which she felt dominated her life. The trainee Counsellor considered how the client was moving along the Seven Stages Model (Merry, 2006, p.59) and that the client was positioned somewhere between stages 3 and 4, although possibly closer to stage 4 as during the first session the client demonstrated some internal confusion about her feelings and there was a tendency for her to express things in terms of black white, she was however, also able to convey some profound and more meaningful feelings. Merry (2006) describes stages 3 4 as: Clients who first seek therapy are often at this stage and need to be fully accepted as they present themselves before moving deeper into Stage 4. Stage 4 In this stage, clients begin to describe deeper feelings, usually those that happened in the past. (Merry, 2002, p60) At the beginning of the second session the trainee Counsellor checked, by working collaboratively with the client [C1, C3, C5], about the contract in order to confirm with the client that she was happy with and understood everything discussed in the first session. The client confirmed [CL6] that she was fine to continue. The trainee Counsellor then proceeded to set the boundaries [C1, C7] for the counselling session. Boundaries are an extremely important element of the therapeutic process as they make the client aware of what the trainee Counsellor is offering them. The trainee Counsellor, by being open about the type of counselling they offer, by setting time limitations and by reassuring the client, clearly sets the scene for a healthy, professional and mutually beneficial relationship. Mearns Thorne (2007) when discussing boundaries suggest that: It is important both at this early stage and as counselling proceeds that the counsellor monitors continually what [she] is prepared to offer to the client, and what lies outside the boundaries of [her] commitment. (Mearns Thorne, 2007, p.53) The trainee Counsellor, when discussing the boundaries and when checking with the client about the previous session and the clients understanding displayed a deep level of Unconditional Positive Regard (UPR) [rating 4.0] [C1, C7]. At [CL8] the client begins to talk about a man who is heavily impacting on her life at the moment. The trainee Counsellor [C9] reflects the clients words back to her, but paraphrased and in a manner which questions the clients feelings. At [CL10] the client is interrupted by a loud noise from an adjoining room and the trainee Counsellor, because of the psychological connection with the client and his level of congruence [rating 5.0] responds with a degree of immediacy [C11] which is positively acknowledged by the client. At [CL12] the client expresses anger and frustration at herself. The trainee Counsellor [C13] is at this point offering the client UPR [rating 4.0] and a deep level of empathy [rating 4.5 5.0] and acknowledges the clients anger by reflecting and challenging the clients feelings about being trapped [C15] and angry. The client [CL14] agrees with the reflection and at [CL16] questions herself about what it is that she is actually angry and frustrated about. The trainee Counsellor remembers key details about the client which were disclosed in the first session and following the clients comments at [CL16] makes some gentle and refined queries [C19, C23, C25]. These challenges are accepted by the client, positively and with real emotion. The strength of the response identifies the level of relational depth that the trainee Counsellor and client have formed. At this point [C25, C27, C29] the Counsellors empathy [rating 5.0], congruence [rating 5.0] and UPR [rating 5.0] are clearly visible to the client and such a deep level of mutuality is present that previously unrecognised feelings which were just outside of the clients consciousness become visible and the client achieves a moment of comprehension and awareness [CL30]. Rogers (2004) describes this as: the letting of material come into awareness, without any attempt to own it as part of the self, or to relate it to other material held in consciousness. (Rogers, 2004, p.78) There is a visible shift in the client at this point and the trainee Counsellor, because of the level of his empathy [rating 4.5] is aware of the internal confusion and struggle that the client is undergoing. [C29, C31] At [C33] by expressing his confusion to the client, the trainee Counsellor displayed a deep level of congruence [rating 5.0] and this openness and genuine attitude assisted the client who moved on to explore her own feelings and reactions to what she had said at [CL30, CL32]. The trainee Counsellor [C35, C37, C39] reflects some of the clients thoughts back to her. During this period of interaction, the trainee Counsellor takes the opportunity to make some gentle challenges which cause the client to question her thought process. At [CL50] the client questions the trainee Counsellor, and it appears as if she is looking for some kind of affirmation that what she is saying makes sense. The trainee Counsellor [C51] makes it clear to the client that what she has said makes perfect sense to him, and this could easily be construed as some form of collusion, however in this case it is more of a corroboration to demonstrate the trainee Counsellors empathic understanding [rating 4.5 5.0] and a s a form of encouragement to the client to continue. The interactions at [CL50, C51] clearly display the trainee Counsellor and the client sharing the same frame of reference, being in the same place at the same time. Worsley (2002) suggests that: The greater the spontaneous-type content of the frame of reference, the more proper it is to call any therapist response process-orientated, because the therapist will be engaging empathically with the whole organism who is the client, and not just the reflexive, conscious elements. (Worsley, 2002, p.40) The trainee Counsellor, at interactions [C53, C81, C92] makes use of challenges which could be construed as directive questions, however, with the use of IPR and a deeper analysis of the recorded session, it is apparent that the trainee Counsellor was not directing the client, but was using thought-provoking words to stimulate the clients process. The trainee Counsellor used his UPR [rating 5.0] and empathy [rating 4.5 5.0] to identify with the clients goals whilst at the same time valuing and respecting the client at the deepest level and at the same time being his own person, being congruent [rating 4.0 5.0] and honest with his own feelings so that the client is aware that she is valued and prized and that the trainee Counsellor is not hiding anything of himself from her. At interactions [C81, C98] the trainee Counsellor takes the opportunity to query the clients incongruence and the clients responses [CL82, CL83, CL85, CL99] clearly suggest that she was not being truly honest with herself. Rogers hypothesises that if the client: becomes more self-aware, more self-acceptant, less defensive and more open, [he] finds that [he] is at last free to change and grow in the directions natural to the human organism. (Rogers, 2004, p.64) There is a point in the counselling session [CL109] where the trainee Counsellor senses a shift and a visible change in the client. The client starts to question her own behaviour and self, and in doing so realises how important some of the issues discussed in the session are to her. Rogers (1980) suggests that: To perceive a new aspect of oneself is the first step toward changing the concept of oneself. The new element is, in an understanding atmosphere, owned and assimilated into a now altered self-concept. (Rogers, 1980, p.155) The trainee Counsellor, through several interactions [C112 to C134] briefly sums up the session so far, recapping the salient points of the session. This is done collaboratively with the client, continually checking that the client is in agreement with what the trainee Counsellor is reviewing. By working in this manner, the trainee Counsellor is adhering to the ethical principles recommended by the BACP and is ensuring that he is working in an anti-oppressive way. Within this review of the counselling session, the trainee Counsellor considered different parts of the clients self. Mearns Thorne (2007) refer to these different parts as configurations of self and suggest that: a configuration is a developed self-within-a-self that can contain a wide array of elements a set of thoughts, feelings and behaviours that together represent an important dimension of the persons existence. (Mearns Thorne, 2007, p.34) An analysis of the clients various dimensions gave the trainee Counsellor the opportunity [C124, C126, C134, C136] to sensitively challenge those different parts which in turn triggered a reflective process in the client. The relational depth between the trainee Counsellor and client at this point was extremely good with both client and trainee Counsellor aware of their own feelings and expressing the genuine and authentic person to each other. Nothing was hidden and there was a real connectedness between both people in the counselling session. If both the trainee Counsellor and the client can be genuine in the relationship, the more helpful it will be. (Rogers, 2004, p.33) The trainee Counsellor is a student member of the British Association for Counselling Psychotherapy (BACP), and as such is fully aware of the importance of adhering to the elements within the BACPs Ethical Framework for Good Practice in Counselling Psychotherapy (BACP, 2007) which discuss the provision of maintaining a good standard of practice and care (BACP, 2007, p.5). The trainee Counsellor fully believes that: Regularly monitoring and reviewing ones work is essential to maintaining good practice. It is important to be open to, and conscientious in considering, feedback from colleagues, appraisals and assessments. (BACP, 2007, p.5) IPR of the session reinforced the trainee Counsellors original observations and feelings about the client as the session drew to a close. It was apparent that from interactions [CL150 CL156] that the client was in a deep state of process. The trainee Counsellors level of empathy [rating 5.0] and the relationship which had developed between client and trainee Counsellor was such that at interaction [C157] the trainee Counsellor made the decision to end the counselling session a couple of minutes early. This was checked with the client to ensure that she was happy to do this, and the expression on her face confirmed that the trainee Counsellors choice was the correct one. The client had, at this point, moved on and was clearly trying to figure out what was going on in her head. Rogers (2004) outlines a clients process by suggesting that: Clients seem to move toward more openly being a process, a fluidity, a changing. They are not disturbed to find that they are not the same from day to day, that they do not always hold the same feelings toward a given experience or person, that they are not always consistent. (Rogers, 2004, p.171) The clients progress in this session was, for the trainee Counsellor, quite a revelation. The trainee Counsellor by focusing, using a felt sense (Mearns Thorne, 2007, p.79) [C29] touches on the clients unknown feelings and attends with deep empathy [rating 4.5 5.0] congruence [rating 4.5] and UPR [rating 4.5 5.0] to the client. It was the trainee Counsellors first real experience of witnessing a clients self-realisation [CL30] to something that was at the edge of their awareness but which they had previously ignored or dismissed. A change came over the client [CL30] and their honesty and openness became much more expressive. At this moment the relationship between the trainee Counsellor and client became much closer. Feedback from this session was received from a third party observer, who took notes to assist the trainee Counsellor in their evaluation of this session. The comments suggested that the trainee Counsellors congruence, empathy and use of UPR were obvious and perceived by the observer to be at a deep level. The observer suggested that on occasion, in her opinion, the client / trainee Counsellor relationship seemed almost friendly. From a learning and professional perspective and having reviewed the recording several times, the trainee Counsellor can see how some of the session might have been experienced from an observational point of view, but within the counselling relationship the two participants were experiencing each other and absorbed deeply in the counselling relationship. This is characterised by their ability to share a moment of levity [CL36, C37], followed by the client moving flawlessly back into her train of thought and process. From the trainee Counsellors perspective, several key points were noticed. Firstly, there were a couple of areas [C19, C39] where the session could have gone in different directions. As a trainee, the choice of language, the correct use of handle-words and the on-the-spot decision making is difficult to practice as every client is unique and individual, and every client will bring a different range of issues to the session. Secondly, the trainee Counsellor considered their use of questions in the session. There is no doubt that there will be some criticism of the way in which the trainee Counsellor phrased some interactions to the client, but there is a firm belief that none of the questions were deliberately directive and the session flowed well, with the relationship between client and trainee Counsellor relaxed, natural and open. Finally, the trainee Counsellor was real and authentic and it is clear that the client experienced this realness in the relationship. A major learning experience taken from this session is that of experience. There were three significant moments in the session, the first at interaction [CL30] where the client achieved self-realisation about the way she had been behaving, the second was at interactions [C61, CL62] where the client acknowledges her participation in what she refers to as a game in which she chooses whether or not to play, and the third is at interaction [CL91] where the client starts to question the relationship she has with her husband with regards to her issue of control. As a learning outcome, these moments were invaluable as they provided the trainee Counsellor with experiences not previously encountered. The trainee Counsellor, in evaluating this counselling session, has already discussed and evaluated three of the conditions from the six necessary for therapeutic change: the trainee counsellors empathic understanding of the clients world; congruence on the part of the trainee Counsellor and the trainee Counsellors UPR towards the client. The remaining three conditions, although not mentioned specifically have also been present during this session. The first, that two people are in psychological contact, is demonstrated throughout the session by the dialogue that the client and trainee Counsellor maintained, thus forming a meaningful relationship. The second condition is that the client is in an anxious or vulnerable state, in other words is in a state of incongruence and this condition is openly displayed by the client throughout the session and no more so that at interaction [CL8] where the client admits to being stuck and confused. The third and final of the remaining six conditio ns is: The communication to the client of the counsellors empathic understanding and unconditional positive regard is to a minimal degree achieved. (Merry, 2006, p.49) The trainee Counsellor, in evaluating this session, has visibly exhibited his UPR [rating 4.5 5.0] and empathic understanding [rating 4.5] of the clients inner world [C61, C86] and in doing so helped to facilitate a safe and constructive environment for the client. This was a significant session for the client as the trainee Counsellor believes there has been a major movement along the seven stages of process and that the client at times during the session made the transition into stage 5. There was obviously some vacillation between stage four and five and the trainee Counsellor, although identifying the shift in the client [CL30, CL109] made no attempt to move them onto stage five, but rather left the client to find their own path, knowing that she would move forward when it was right for her to do so. The trainee Counsellor was himself, the client was herself. There were no facades, no hidden agendas, just two people experiencing a deep understanding of each other. Rogers (2004), when talking about this kind of relationship, posits: acceptance of each fluctuating aspect of this other person makes it for [him] a relationship of warmth and safety, and the safety of being liked and prized as a person seems a highly important element in a helping relationship. (Rogers, 2004, p.34) The relational depth achieved by the client and trainee Counsellor is clearly evident throughout many parts of the session. A particularly powerful moment is at interaction [CL109] where the client questions her own values and the clients body language and the timbre of her voice expose her feelings. Mearns Thorne (2007) suggest that: At times such as these, understanding between client and counsellor exists at many levels, as does acceptance. The outcome is a profound sense of sharing. (Mearns Thorne, 2007, p.191)

Mary Warren :: essays research papers

Mary Warren is an important character in Arthur Miller’s play, THE CRUCIBLE. Much of the action in Act III revolves around Mary’s testimony in court. She is a kind and basically honest girl who tries to do the right thing, saving her friends from harm. However, throughout Acts I and II, Mary is a follower who allows Abigail Williams to negatively influence her good judgment. To make matters worse, Mary is terrified of Abigail’s threats. Because of her weak will, the reader isn’t certain if Mary will maintain the courage to help John Proctor to win his court case in Act III. Mary Warren’s basic goodness is demonstrated on many occasions. She has been hired by John Proctor to help his wife Elizabeth with household chores. Mary proves to be a kind girl who gets along well with Mrs. Proctor. Although Mary has become a court official in Salem, she still gets up early in the morning to clean the Proctors’ house. While in court, Mary passes the time by making Goody Proctor a present of a small rag doll called a poppet. Upset by the court proceedings, Mary tells Mr. Proctor that she is "all shuddery inside" because Goody Osburn will hang. When the poppet becomes false proof of witchcraft against Elizabeth, Mary willingly explains that the poppet is hers. She also makes a vain attempt to comfort John Proctor as the court officials drag his wife away in chains. A basic sense of honesty is another of Mary Warren’s traits. In Act I she goes to Salem to convince Abigail to tell the truth about what really happened in the woods. When the witchcraft scare gets out of hand, Mary joins Abigail and the other girls in falsely accusing women of being witches. These false accusations are motivated by hysteria. There is evidence that Mary really believes that the women in court are bewitching her. She tells the judge that she thought she saw spirits. The other girls were screaming, and before she knew it, Mary was screaming with them. When she realizes that there are no spirits, Mary is willing to be truthful. After Elizabeth Proctor’s name is brought up in court, Mary Warren defends her against the accusation. At the end of Act II, the reader hopes that the basic sense of honesty will remain strong enough to allow Mary to testify on behalf of the accused women in Act III.

Character Transformation in “Salvation” Essay

Langston Hughes, in his short story, â€Å"Salvation†, uses himself as the character in the story.   Langston does undergo a transformation in his life, as a preteen.   Due to his young age, he feels that his profound conclusion about religion is a betrayal to his family and does not feel as an adult might if they came to the same conclusion. He wants to believe what his aunt believes and it hurts him deeply that he cannot see what she sees or believe how she does in terms of accepting in religious figures as factual persons.   It is the irony of his disbelief as the younger Langston has a more mature take on Jesus, who is spoken of more than other figures in the story, because he requires proof of his existence. His aunt believes that Jesus could save Langston from sin and holds other beliefs about God and the Holy Ghost that she could not prove.   Her thought process seemed more erroneous and immature than Langston’s.   Therefore, not only does Langston undergo a transformation in the way he viewed religion, but grew in that he developed a more mature thought process. Langston is a young boy of almost thirteen years old in this story.   At this age, many young boys grow in many developmental areas.   Using the theme of growth, Hughes deals with this premise in the area of religion.   In the first line of the story Hughes says â€Å"I was saved from sin when I was going on thirteen†. This is an interesting line to analyze, as he later says that he was not really saved from sin, in a religious sense.   But, it could be that he is saved from the â€Å"sin† of not using rational thought and of being a person, who is heavily influenced from others.   It seems that even though Langston is upset when he believes that he has hurt his aunt by deceiving her in his belief of Jesus, this simply proves that while he was growing into a young man mentally, he was still immature emotionally. Hughes very descriptive language in dealing with the characters and their behavior in church, does make the practice of religion, itself, seem very immature.   Hughes says that â€Å"suddenly the whole room broke into a sea of shouting, as they saw me rise. Waves of rejoicing swept the place. Women leaped in the air. My aunt threw her arms around me†.   But Langston is the only calm person in the midst of all of this chaos.   He thinks rationally and wants to see Jesus, when he does not, he comes to the acceptance that there is no Jesus.   While his aunt is proud, he feels badly that he could not tell her the truth about his deduction. Langston, also, has the presence of mind to realize that in the past weeks, the church had brought in many people to be â€Å"saved† and â€Å"the membership of the church had grown by leaps and bounds†.   This is another phase of growth that can be taken from this deduction and this is the growth of moving physically away from family and other institutions to becoming more autonomous. In conclusion, this story is about growth and transformation.   The title, â€Å"Salvation†, may be misleading, as the speaker does not experience salvation in a religious sense.   The salvation that he does achieve is from the freedom of growing into a young man with rational thought and natural questioning of the world around him. Hughes does a wonderful job of describing the mental growth from boy to man that the character experiences.   The emotional aspect of growth is touched upon too, as the boy is still immature in that aspect.   It can be gathered too that physically, Langston is moving away from his aunt and others in the community to be his own person. References Hughes, Langston.   â€Å"Salvation†.   (1940).   Accessible online http://www.courses.vcu.edu/ENG200-dwc/hughes.htm.   Last Accessed 18 November, 2008.

Performance Measurements Essay

Performance measurements are used to characterize and define performance in a project. They are used to track and manage progress toward achieving specific project goals. Performance measurements help determine how decision-making processes of a project led to its success or failure, understanding these can help organizations make future improvements. It is a project manager’s responsibility to measure performance based on the triple constraints of time, budget, and quality of a project. There are many performance measurements a project manager can use based on the type of project at hand, this paper compares and contrasts the following measurements – * Earned Value * Customer Satisfaction * Requirements Performance Earned Value Earned Value measures work performed in terms of schedule and budget of a project. It helps identify schedule and budget mishaps in all areas of a project. â€Å"Earned Value is an approach where you monitor the project plan, actual work, and work-completed value to see if a project is on track. Earned Value shows how much of the budget and time should have been spent, with regard to the amount of work done so far† (Haughey, 2013). It measures current performance in a project, which helps project managers determine what the future performance will be. Using earned value, project managers can determine how much work is completed vs. , how much was expected to be completed at a certain point in a project. Based on the earned value, project managers can make changes to the way the project is progressing in terms of specific tasks, schedule, and budget to bring it back on track for successful completion. Earned Value provides the project manager with an objective way of measuring performance and predicting future outcomes. This can enable him or her to report progress with greater confidence and highlight any overrun earlier. This in turn, enables the management team to make cost and time allocation decisions earlier than would otherwise be the case†Ã¢â‚¬  (Haughey, 2013). Customer Satisfaction Customer satisfaction is a performance measure that determines if customer expectations are being met. At the end of a project, customer satisfaction is what determines if a project was a success or a failure. Project-driven organizations must consider customer satisfaction as a critical success factor. Organizations that deliver projects that disregard customer needs create negative experiences and ultimately cause huge problems for the organization† (Karim, 2012). Project managers must make sure customer expectations and requirements are in line with the project continually during the life of a project. Following are some of the steps he or she can take to ensure customer satisfaction – * Balance customer needs with company’s customer service needs. Make sure customer requirements are deliverable and clearly communicate those that aren’t. * Gather continual feedback from customers to measure their satisfaction and improve current processes. * Customer satisfaction should be given as much importance as time, budget, and quality in project. * Include and inform customers when any changes are made in a project. * Effective communication between the customer and Project manager, and between the project manager and project team is very important. Requirements performance Meeting requirements is a key factor in measuring project performance. It is important to make sure that the right requirements have been gathered, and they are detailed as clearly as possible. Requirements in a project can be both functional and non-functional. If a project is meeting all of its requirements, it can be a key factor that indicates if it will be a successful one. â€Å"To measure this factor you need to develop measures of fit, which means the solution completely satisfies the requirement. A requirements performance index can measure the degree to which project results meet requirements†¦ Fit criteria are usually derived some time after the requirement description is first written† (Pennypacker, n. d. ). In conclusion, there are many ways to measure project performance and each project has its unique set of performance measurements. Performance measurements are important to track the progress of a project and to make sure the project is on target. Performance measurements are used to monitor and control a project to ensure its successful completion.

Free Essays on The Men We Carry In Our Minds

â€Å"The Men We Carry in Our Minds† By: Scott Russel Sanders Sanders’ vision of early manhood mainly focused on two twin poles: â€Å"toilers† and â€Å"bosses,† along with â€Å"warriors,† which was the third category, which also had a great impact on the formation of his ideas. Sanders’ was a poor boy and was granted the opportunity to experience the differences between two societies. The first society was full of men who aspired to careers he only dreamt of and read in novels, and the second was one limited to the fate of becoming â€Å"toilers† and â€Å"warriors.† Apart from these three classes of men the only other image he had was that of his father. Sanders’ father was an exception to society, having worked his way up the ladder. He escaped the fate of slaving over red dirt farms to eventually working in a front desk sporting a white shirt and tie. Seeing how his father excelled, he too yearned for a position in the thinking world: for they had a say in the future. Like most of his friends’ fathers, their occupation was that of a â€Å"toiler.† A â€Å"toiler,† is described as a twisted and maimed animal. Toilers worked under conditions and environments so ghastly that one would flee just at the thought. They were men pertaining to the lower class, who knew only of manual labor, rising before the light, and working a 24 hour, 7 day a week shift. Their positions mainly consisted of farmers, tire builders, construction workers, coal miners, oil diggers and many other strenuous occupations that jeopardized their health. They mainly suffered from hearing impairment, lost fingers, finicky backs, hernias, scarred hands, and deep coughs. They were a class of men Sanders dreaded to become, who at the end of the day turned to cigarettes and cheap wine or whisky to drown their sorrows. The other category of men Sanders knew of was that of â€Å"warriors.† As he describes, they were a class of men who did not... Free Essays on The Men We Carry In Our Minds Free Essays on The Men We Carry In Our Minds â€Å"The Men We Carry in Our Minds† By: Scott Russel Sanders Sanders’ vision of early manhood mainly focused on two twin poles: â€Å"toilers† and â€Å"bosses,† along with â€Å"warriors,† which was the third category, which also had a great impact on the formation of his ideas. Sanders’ was a poor boy and was granted the opportunity to experience the differences between two societies. The first society was full of men who aspired to careers he only dreamt of and read in novels, and the second was one limited to the fate of becoming â€Å"toilers† and â€Å"warriors.† Apart from these three classes of men the only other image he had was that of his father. Sanders’ father was an exception to society, having worked his way up the ladder. He escaped the fate of slaving over red dirt farms to eventually working in a front desk sporting a white shirt and tie. Seeing how his father excelled, he too yearned for a position in the thinking world: for they had a say in the future. Like most of his friends’ fathers, their occupation was that of a â€Å"toiler.† A â€Å"toiler,† is described as a twisted and maimed animal. Toilers worked under conditions and environments so ghastly that one would flee just at the thought. They were men pertaining to the lower class, who knew only of manual labor, rising before the light, and working a 24 hour, 7 day a week shift. Their positions mainly consisted of farmers, tire builders, construction workers, coal miners, oil diggers and many other strenuous occupations that jeopardized their health. They mainly suffered from hearing impairment, lost fingers, finicky backs, hernias, scarred hands, and deep coughs. They were a class of men Sanders dreaded to become, who at the end of the day turned to cigarettes and cheap wine or whisky to drown their sorrows. The other category of men Sanders knew of was that of â€Å"warriors.† As he describes, they were a class of men who did not...